sensory processing: helping children belong and learn · 2019-05-15 · • the brain integrates...
TRANSCRIPT
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Sensory Processing: Helping children belong and learn
Dr Jill AshburnerAutism Queensland
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What is sensory processing?5 types of sensory receptors
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Some more sensory receptors...
ProprioceptionReceptors in muscles, tendons and joints tell us about the position and movement of body parts.
Vestibular (balance and movement)Receptors in our inner ear tell us where our body is in space and about the speed and direction we are moving in.
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Is this statement true?
The sensory receptors (e.g., receptors in the eyes, ears and skin) of children with sensory processing issues work differently.
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How the brain interprets sensory
information
• Registering sensory information
• Filtering out irrelevant information
• Integrating sensory information from multiple senses
• Organising sensory information in the light of past experiences and understanding
• Creating an appropriate response
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Sensory processing is the primary way we experience our world…
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Children process sensory input in atypical ways: Who are they?
Children with Fragile X
Syndrome
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About 5% of preschool children process sensory information in atypical ways (Ahn, Miller, Miberger & McIntosh,
2004)
Moderate heritability of tactile & auditory defensiveness (Goldsmith et al. 2006)
“Sensory Processing Disorder” (SPD) is not recognized in DSM-5 (American Psychiatric Association, 2013)
The American Academy of Paediatricians (2012) recommended against diagnosing SPD
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Sensory processing of different diagnostic groups (Baranek et al. 2006 & 2007; Cheung & Sui, 2009; Rogers, Hepburn & Werner, 2003)
Most AtypicalTypical
Typically
developing children
Developmental
delay
Intellectual
disability
Language
disorder
Autism
Fragile X
Some
children
with ADHD
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Unusual sensory responses:
Sensory seeking
Sensory over-responsiveness
Sensory under-responsiveness
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Common examples of sensory over-sensitivity
Noises Bright lights
Touch sensations
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Common examples of sensory under-sensitivity
Failure to notice things happening around them, such as people talking to them.
Under-sensitivity to pain
Under-sensitivity to temperature
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Examples of sensory seeking behaviours
Making noises Smelling things Eating non-food substances
Watching spinning objects
Touching people Movement seeking
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Relationship between sensory responses and arousal
Mid-range arousal Selectively attends to relevant sensory
input
Under-aroused Sensory hypo-sensitivity
Over-aroused Sensory hypersensitivity
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The 4 A’s:
Arousal, Affect, Attention and Activity(Williamson & Anzalone, 2001)
Under-aroused, apathetic, disengaged, lethargic
Under-responsive to sensory input
Over-aroused, over-emotional, distractible, hyperactive
Over-responsive to sensory input
Alert, motivated, focused, calm/responsive
Selectively attends to relevant sensory input
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What are your sensory preferences when…
….you need to sleep?e.g., auditory, tactile, visual, proprioceptive, temperature?• How do the sensory aspects of your environment
influence your Arousal, Affect, Attention and Activity• Is it only sensory issues that impact on your level of
arousal?
…you need to complete an assignment?e.g., auditory, tactile, visual, proprioceptive, temperature?• How do the sensory aspects of your environment
influence your Arousal, Affect, Attention and Activity• Is it only sensory issues that impact on your level of
arousal?
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Autism-specific sensory issues
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Autism-specific sensory issues
Video 1: Helen talking about noise sensitivity
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Is this statement true?
• It is the intensity of the sensory input that causes people on the spectrum to over-react.
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Video 2: Helen talking about disco dancing
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Video 3: Helen talking about noises she likes
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Is this statement true?
People on the spectrum are generally over-responsiveor under-responsive to sensory input, but not both.
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Video 4: Helen talking about zoning out
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Is this statement true?
The purpose of sensory seeking behaviours is to increase the amount of incoming sensory input so as to increase arousal and stay alert.
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Video 5: Amethyst talking about stimming
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Video 6: Michael talking about stimming
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Difficulty filtering relevant from extraneous details...
Gunilla Gerland
The whole classroom was all wrong for me…The teacher prattling on was a background to other noises in my ears. The rustle of paper, the scraping of chairs, coughing I heard everything. The sounds slid in over each other and merged together. I couldn’t shut them out and put the teacher’s voice in the foreground.
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Video 7: Michael talking about auditory filtering
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• The brain integrates sensory information from multiple senses
• Research suggests this process may be less efficient in people on the spectrum (Kwakye et al. , 2011, Stevenson et al., 2014; Woynaroski et al. 2013)
• People without autism process speech better when they can see the speaking, but people on the spectrum are not assisted to the same extent by seeing the person speaking.
Multi-sensory Integration
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Video 8: Helen talking about multi-sensory processing
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What is the impact of atypical sensory responses on the everyday lives of
children?
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Anecdotally children can become stressed and agitated in over-stimulating environments such as in a busy playground or shopping centre.
Sensory processing issues have been associated with high levels of anxiety and maladaptive behaviours (Baker et
al., 2007; Ben-Sasson et al., 2008; Lane, Young, Baker & Angley, 2009; Pfeiffer et al., 2005).
Regulation of emotions and behaviour
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Struggles with self-care
Reduced participation in self-care skills (Bar-Shalita,
Vatine & Parush, 2008; Jasmin et al., 2009; White, Mulligan, Merrill & Wright, 2007)
Parents report struggles with hair combing, teeth cleaning, hair cuts & nail trimming (Dickie et al.
2009)
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Classroom behaviours
Auditory filtering difficulties (e.g., difficulty listening to the teacher in a noisy classroom) and sensory seeking can interfere with classroom participation and performance (Ashburner, Ziviani &
Rodger,2007; Zingerevich & Vesser, 2009)
Children with sensory processing issues appear to have difficulty following verbal instructions and may fidget a lot.
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Mealtime behaviours
Sensory over-responsiveness has been associated with picky eating habits (Nadon, Feldman, Dunn & Gisel, 2011; Suarez,
Nelson & Curtis, 2014).
Picky eating habits can lead to battles at mealtimes, and concerns about nutritional intake (Dickie et al. 2009) .
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Atypical sensory responseshave been associated with sleeping difficulties in children on the spectrum (Mazurek & Petroski, 2015; Reynold, Lane & Thacker (2012)
Sleeping issues
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What are some evidence-informed strategies that can help when sensory issues interfere with a child’s daily life?
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Differing perspectives on sensory processing
Described as differences rather than disorders (Dunn,
2001)
Focus is on accommodating sensory differences (Dunn, 2001)
Described as “Sensory Processing Disorder” (Miller, Anzalone,
Lane & Cermak (2007)
Focus on remediationof disorder
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Strategies to overcome sensory processing challenges
Remedial strategies aim to improve underlying capacity to process and integrate sensory information
Management strategies aim to:• addressing the mismatch between
the child’s sensory processing preferences and the sensory properties of tasks and environments
• teaching children to self-manage sensory issues
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Remedial approaches
• Recent reviews suggest insufficient evidence
Sensory Integration
Therapy (National
Autism Center, 2015; Wong et al., 2014)
WilbargerProtocol
(Weeks et al., 2012).
Sound therapies (e.g., auditory integration training, Therapeutic
Listening) (Sinha et al. 2011; National Autism
Center, 2015)
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Ineligible for funding by Helping Children with Autism Package due to lack of evidence
Costly in time and money for families due to high intensity
Often incompatible with services provided at school or early educational settings
Often not used as intended (e.g., greatly reduced frequency, in a group instead of one-on-one)
Remedial approaches
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Management approaches
• Many therapists help children and families manage rather than remediate sensory challenges
• Do not aim to change the way the nervous system processes sensory input.
“Sensory processing patterns are reflections of who we are. These are not a pathology that needs fixing”
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Adapt tasks or environment
Reduce exposure to aversive stimuli, or make it more
predictable e.g.,
Use ear muffs or iPod in noisy
environments
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Sensory input can be embedded within child’s day at key times to help them maintain an optimal level of arousal for learning.
Sensory input to modulate level of arousal
Optimal level of arousalSelectively attends to relevant sensory input
Under-aroused - drowsy, lethargic Under-responsive to sensory input
Over-aroused - anxious, distractible Over-responsive to sensory input
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Weighted products and
pressure garments
Dynamic seating options
Exercise/movement breaks
Embed sensory input within daily routines to modulate arousal.
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Effect of physical exercise/movement breaks
aggression & off-task behaviour
on-task behavior, engagement and
academic performance
As positive effects lasts 40-90 minutes, children need regular movement breaks during the day
Vigorous exercise has been found to be more effective than less strenuous exercise
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Weighted and pressure products
Weighted vests: The bulk of evidence (7 studies) reports ineffectiveness (Cox et al. , 2009; Davis, et al. 2013, Hodgetts et
al., 2011a; Lee, et al. 2010; Reichow et al., 2010; Quigley et al. 2011, Stephenson & Carter, 2009)
Pressure vests: Two small studies report ineffectiveness (Reichow et al. 2009; Watkins & Sparling, 2014)
Deep pressure thought to have a calming/organizing effect. Research has explored impact on engagement, self-stimulatory, self-injurious, and problem behaviours
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Dynamic seating options
Dynamic seating options enable children to move while seated.
Research suggests that dynamic seating options are effective for some children, but not others (Bagattell, Miriglini, Patterson, Reyes & Test, 2010;
Schilling & Shwartz, 2004; Umeda & Deitz, 2011)
Not recommended for children with poor postural stability
Hokki stoolMove n’ SitDisc’ O’ Sit
Exercise ball
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Other sensory strategies used to modulate arousal, as yet largely untested…
Fidget toys? Oral-motor gadgets?
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Behavioural approaches to phobic responses to sensory stimuli typically involve:
graduated exposure
modeling
reinforcement strategies
Behavioural strategies for challenging behaviours related to sensory processing
Some children have phobic responses to objects or activities with intense sensory properties (41% with autism as compared to 5% without autism)
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…have been used to manage phobic responses to:
Behavioural strategies…
Skin care product application
Noise-making household appliances
Sound of flushing toilets
(Ellis et al. 2006; Jackson & King, 1982; Koegel, et al., 2004)
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…used to address pica behaviours (eating non-food substances) (Hagopian et a., 2011; Lange et al., 2010)
Behavioural strategies…
…used expand restricted diets e.g., gradually exposing the child to new foods with textures and tastes similar to accepted foods (Ledford & Gast, 2006, Marhsall et al. 2014)
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Sensory Story® about
coping with noise
I sit on my sitting spot
I can use my fidget balls
Social Story to encourage sitting at circle time
Teaching children to manage their sensory issues
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Programs to help children recognise and self-regulate their level of arousal
The Alert Program
The Incredible 5-point Scale I am feeling upset.
I need to calm down. What do I do?
Take deep breaths.
Jump on the
trampoline
Go to a quiet place.
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Enhancing the sensory properties of environments:
Enhance salience of important/relevant information
Ensure movement needs are met
Reduce extraneous, distracting sensory input
Enhance predictability
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Reducing extraneous visual clutter/distractions
Sheet to cover computer screen when not in use
Rolling room divider placed in front of
distracting areas e.g., doorway
Storing teaching materials in boxes
Fabric to cover contents of shelf
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Reducing extraneous noise/auditory distractions
Sound absorbing materials on walls, floor and windows
Low tech noise level
meter
High tech noise level app
Relocate communication situation away from noise source
Structured turn-taking protocol to reduce simultaneous speaking
Noise reduction headphones for children with sound sensitivity
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Reducing extraneous tactile input/crowding
Position students with touch sensitivity at front or end of lines
and edge when sitting on the floor.
Sitting spots for circle time
Visual cues includes quiet feet and hands
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Enhance salience of important information though visual instruction
Visual instructions
• Highly predictable and concrete
• Can be referred back to as often as needed (not transient)
• Reduces dependence on adult prompts
Visual supports for transitions Video-modelling
Visual skill sequences
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Clear physical and/or visual boundaries help children know what activities occur in each area.
Enhance salience of important information though classroom structure
Individual workstations minimise distractions
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Enhance salience of important information: Amplifying teacher’s voice
Personal FM system Sound field amplification system
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Enhance predictability
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Incorporate regular movement breaks
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Think sensory!!
Design environments with sensory issues in mind (4 principles).
If you suspect sensory issues are impeding a child’s capacity to participate, seek help from an OT
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A collaborative project of:
Proudly funded and supported by the Queensland Government